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Using Qualitative Methods to Measure and Understand Key Features of Adolescent Bullying: A Call to Action

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Title: Using Qualitative Methods to Measure and Understand Key Features of Adolescent Bullying: A Call to Action
Language: English
Authors: Natalie Spadafora (ORCID 0000-0001-8498-1712), Anthony A. Volk, Andrew V. Dane
Source: International Journal of Bullying Prevention. 2022 4(3):230-241.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Adolescents, Bullying, Victims, Behavior, Prevention, Power Structure, Goal Orientation, Definitions, Theories
DOI: 10.1007/s42380-022-00116-y
ISSN: 2523-3653
2523-3661
Abstract: Bullying is a significant problem that has received a great amount of research attention, yet a basic definition of bullying has proven challenging for researchers to agree upon. Differences of definitions between academics and the public pose additional problems for the ongoing study and prevention of bullying. Qualitative methodologies may afford unique insights into the conceptualization of bullying and how we might reconcile existing definitional differences. In particular, we focus on the theoretically derived definition created by Volk et al. (2014). In this definition, three main aspects of bullying behavior are considered: (1) there is a power imbalance between the perpetrator and the victim, (2) the behavior is goal-directed, and (3) the behavior has a harmful impact. We review the qualitative evidence in support of the definition while simultaneously drawing attention to the potentials of qualitative research for furthering our understanding of all definitions of bullying. We argue that qualitative methods provide researchers with a unique perspective that cannot be practically obtained by the more common use of quantitative methods and offer suggestions for future methodological practices to study bullying.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1420709
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Natalie+Spadafora%22">Natalie Spadafora</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8498-1712">0000-0001-8498-1712</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anthony+A%2E+Volk%22">Anthony A. Volk</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+V%2E+Dane%22">Andrew V. Dane</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bullying+Prevention%22"><i>International Journal of Bullying Prevention</i></searchLink>. 2022 4(3):230-241.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Bullying is a significant problem that has received a great amount of research attention, yet a basic definition of bullying has proven challenging for researchers to agree upon. Differences of definitions between academics and the public pose additional problems for the ongoing study and prevention of bullying. Qualitative methodologies may afford unique insights into the conceptualization of bullying and how we might reconcile existing definitional differences. In particular, we focus on the theoretically derived definition created by Volk et al. (2014). In this definition, three main aspects of bullying behavior are considered: (1) there is a power imbalance between the perpetrator and the victim, (2) the behavior is goal-directed, and (3) the behavior has a harmful impact. We review the qualitative evidence in support of the definition while simultaneously drawing attention to the potentials of qualitative research for furthering our understanding of all definitions of bullying. We argue that qualitative methods provide researchers with a unique perspective that cannot be practically obtained by the more common use of quantitative methods and offer suggestions for future methodological practices to study bullying.
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